Global Citizenship - Essay Example

Running Headers: Global citizenship Name: Course: Institution: Tutor: Date: Introduction Global citizenship pertain the entire world to bring globe peace and the notion of citizenship to a world level and is strongly related to the ideas of cosmopolitanism and globalization. Global citizenship can be explained to as ethical and moral character that channel the understanding of persons of local and global contexts. Most citizens can be marked as up-and-coming global citizens are actively engaged in efforts on a global scale –through health issues, business, education, and environment. Global citizenship includes elements such as knowledge and understanding, skills, and values and attitudes. The fact of global citizenship lacks global governing body and the global citizens suddenly erupted of their own desire (Banks, 2000). Key elements of responsible global citizenship The first key element for developing responsible Global citizenship is knowledge and understanding. This is knowledge and understanding which will help persons deal with social injustices and ensure sustainable development in all aspects. Global citizenship in this aspect can be defined to as ethical and moral disposition that guides a persons or groups understanding of world or local frameworks and reminds them of their roles in different societies; this is as per U.S president Obama in a speech in Berlin in the year 2008. We see a global citizen as a person who is conscious of the entire globe and has a logic of their own responsibility as a globe citizen and who has an understanding of how the globe works politically, economically, culturally, socially, environmentally and technologically, understands that humanity is one, world is interconnected, and world ethnic is important in the development and sustenance of justice and equity (Oxfam 1997). The globe is becoming amalgamated around general business elite, elite that shares experiences and interests and shares most in common with each other and as a result there has been development of denationalized global elite that similarly lacks international civic logic of responsibility (Banks, 1997). This image focuses on global citizenship upon the results on identity of globalization on economic forces. Some people advocate for a centralized global government that will ensure unity and prevent global turmoil in the entire world. People are not associated with certain societies whether state or cities because of their loyal participants but because of how they think, feel, and act to certain situations. Global citizens should not feel less or more of their state due to what their have contributed to another state as a Danish man who had contributed so much to the European Economic Community said. The examples of this element include: diversity, peace and conflict, sustainable development, globalization and interdependence, and equity and social justice (Zygmunt, 1992). The other key element of responsible global citizenship is skills. In this approach, global citizenship can be explained as motivation by global interests such as universal equality, local interests such as fairness and self interest, and concern for other persons, human right and human dignity (Richard, 2000). Global citizenship is based on such fundamental skills as communication for global interaction, holistic approach, development of sense of self esteem and identity, conceding the significant of certain attitudes, values and individual and community education, needs and interests of young people, providing support and increasing motivation of young people to effect modifications and also valuing all persons and tackling inequality in all levels (Thomas, 1999). A global citizen should be able to communicate efficiently with persons from all cultural and geographical backgrounds and should show respect for all world citizens despite their religion, race, and creed (Oxfam 1997). Global action is on the increase. Various demonstrations in places such as Genoa in 2001 and Seattle in 1999 united activists from the whole world who localized global matters in various ways. This as a result shows a likelihood of up-and-coming global community. Travel and communication advanced by telephony and internet has enabled persons from various nations and from every corner of the world to travel across borders for various reasons and activities (Banks, 2000). With global citizenship as a result, persons have come up with organizational tools such as the internet so as to make themselves international citizens although in the world, goods move greater and easier compare to human being. This element includes qualities such as ability to argue efficiently, critical thinking, ability to challenge inequalities and injustices which exists in many states, co-operation amongst states and conflict resolution which may occur at local or international level, and respect for people and things (Richard, 2000). Values and attitudes is the last key element for responsible global citizenship. In this aspect, global citizenship can be defined as entailing a role to decrease economic and social international inequality, refraining from actions that might contribute to environmental degradation and compromise a person’s wellbeing. A global citizen in this case can be seen as able to act so as to make the globe a more sustainable place, being countable for their actions and should value diversity (Oxfam 1997). Most activists fight for environmental protection though advocating measures to reduce degradation of the environment. Such measures include passing laws to reduce environmental pollution especially water pollution by industries, protection of wild life and deforestation among other environmental degraders. Protection of human rights such as right to life, freedom of movement, freedom of worship and freedom of expression is another value advocated by these activists (Steven & Douglas, 1997). This means that individual should be treated equally and with due respect and empathy in all circumstances. In many countries, individuals are affected by extreme poverty and as a result fail the access these basic needs. According to Oxfam, poverty is the root of most problems. It leads to conflict and unrest, wastes human talents and results to environmental degradation. Oxfam believes that, once poverty has been eradicated, persons are assured of a sustainable and secure future. There also should be restrictions on nuclear weapons and nuclear power usage in all aspects. Freedom from bureaucratic interference seems to be a characteristic of global citizenship; lack of global body to protect and authorize citizens means freedom from bureaucratic power (Lance, 1996). This element includes qualities such as sense of identity and self esteem, empathy, value and respect for diversity, commitment to social justice and equity, concern for the environment and commitment to sustainable development, and belief that people can make a difference(Steven & Douglas, 1997). Global citizenship ought to be at the heart of education as it builds on existing good practice and advocates on the skills, values and attitudes, and knowledge to which we suppose persons are permitted so as to grow as global citizens. Oxfam has developed strategies and resources that support an understanding of interdependence and global matters. It works in education policy and practice to empower persons to become global citizens through understanding global issues and how to take actions. Education should help individuals identify with the entire world and have knowledge and understanding about their responsibilities in the globe community, understand how their life’s in the cultural society and state affects other states and how they are influenced by other global events. In addition, global citizenship education should have significant objectives of guiding individuals to increase understanding of the interdependence among states internationally, elucidated stance towards other states, and philosophical recognition with the global society. Nevertheless, citizenship education should also help persons to identify themselves with their states and cultural communities. According to the Oxfam, the global citizenship education World level development course that was studied in Caerphilly covers most of the Curriculum elements for Global citizenship for students aged 16 to 19 years. This course concentrates on growth and development, poverty, patterns of aid, inequality, indebtedness, trade, environment and interdependence. The notion of global citizenship education is starting to surpass associations such as peace education, multicultural education, international education and human rights education. In addition, the global citizenship education swiftly integrates indication to the aforesaid movements. Tutors were supposed to express their views on global issues and this led their students frustrated in situations where the teachers did not tell them. Much of global citizenship education is based on currents happenings and events and they are unpredictable and in some, the script may be missing. Most current global issues concerns conflicts and disaster and as a result may affect certain students emotionally thus requirement of tough individual information base on global issues. Having knowledge and understanding will help one to maintain peace and resolve conflicts adequately, ensure that there is sustainable development, advocate for social justice and equality, and ensure that there is interdependence and globalization (Hazel, 2000). Mediation skills can be developed through the key stage 4 national curriculum prerequisite in English: speaking and listening skills. This defines the debate, argument and persuasion (Oxfam 1998). In addition to this, agreeing to differ or negotiation consensus is to be put forward as part of group discussion work. Peace making is an outstanding resource to sustain the growth of mediation skills and negotiation and as a result, there will be co-operation and excellent conflict resolution. When an individual gains various skills he/ she will have the ability to argue efficiently, think critically about various issues before taking any action, will have the ability of challenging injustices and inequalities of all kinds, will be able to co-operate and resolve conflicts as required, and respect for people and things. The idea for developing global citizenship skills is stated in various educational documents but it is still not reconceptualized and operationalized on the basis of new global events and is not significantly included into curricula, not clearly acknowledged in principles and not reviewed in any meaningful way. These objectives offer the basis for making the notion for citizenship realism. This element covers topics on interaction of humans with others and the survival of the earth, connection of lives of people in various states and within their states, and question about the right of human beings to use animal or plants species for their needs. The agency is taking actions to challenge unfairness and view points that perpetuate inequality and putting forward suitable actions to deal with such behaviors. Due to the use of wide range of active and participatory learning method, persons are able to develop confidence, communication, critical thinking skills and cooperation which are vital for in improving behavior, motivation and achievement (Berry, 1996). Values and attitudes entails qualities such as sense of identity and self esteem, empathy, value and respect for diversity, commitment to social justice and equity, concern for the environment and commitment to sustainable development, and belief that people can make a difference. Education in this aspect has played a major role. Different agencies including Oxfam advocates for and encourages persons to take actions against inequality, to have sense of individual and collective responsibility, commit themselves in poverty eradication and towards a sustainable development, and willingness to take stand on global issues. These are developed by Oxfam through key stage 3 and key stage 4 national curriculums. In this aspect individuals are taught how to deal with spiritual, moral, social and cultural issues. It helps them to manage and understand roles of a wider range and show respect for diversity and differences between persons. The agency advocates for its concern for inequality and injustices and urges individuals to take actions against such behaviours. Through educating persons to value other people, irrespective of cultures, religion, or races, the agency is ensuring that respect for diversity exists among persons. Through education, Oxfam is also encouraging persons to participate in global events such as soccer, Olympics and as a result, this will yield international peace and understanding (Pico, 2000). Actions for environmental conservation are also put in place. The agency advocates for concern for wider environment, valuing of resources and care for the environment. As a result, this has yielded to a better atmosphere for both plants and animals through reduction in pollution, and conservation of wildlife habitants. Through values and attitudes, Oxfam has played a major role in helping persons become active global citizens (Preston, 1997). Conclusion Global citizenship can be seen as the awareness of the wider globe and the desire of an individual to enrich his life and that of others through various international experiences. It is concerned with such elements as knowledge and understanding, skills, values and attitudes that assist individuals to grow as global citizens, by improving their life’s and helping them to safeguard the earth (Rico & Jan, 2000). Oxfam curriculum for global citizenship has assisted persons in getting information on responsible global citizenship. They advocate on such issues as environmental conservation, protection of human rights, poverty eradication, among other global issues. Global citizenship has led to globe peace and harmony. References Banks, James A. 1997. Educating Citizens in a Multicultural Society. New York: Teachers College Press. Banks, James A. 2003. Diversity and Citizenship Education: Global Perspectives. San Francisco: Jossey-Bass Bauman, Zygmunt. 1992. Intimations of Postmodernity. London: Routledge, Press. Bellamy, Richard. 2000. Citizenship Beyond The Nation State: The Case of Europe, From Political Theory in Transition, edited by Noël O’Sullivan. London: Routledge, Press. Bennett, W. Lance. 1996. News: the Politics of Illusion. New York: Longman, Publishers. Best, Steven & Kellner, Douglas., 1997. The Postmodern Turn. New York: Guilford Press. Clarke, Paul Berry., 1996. Deep Citizenship. London: Pluto Press. Franck, Thomas M., 1999. The Empowered Self: Law and Society in the Age of Individualism. Washington: Oxford University Press. Henderson, Hazel., 2000. Transnational Corporations and Global Citizenship, “American Behavioral Scientist”, 43(8), 1231-1261. Iyer, Pico. 2000. The Global Soul. New York: Alfred A. Knopf. Jacobson, David. 1996. Rights across Borders: Immigration and the Decline of Citizenship. Baltimore: Johns Hopkins University Press. Lie, Rico & Servaes, Jan. 2000. “Globalization: consumption and identity – towards researching nodal points,” in The New Communications Landscape, London: Routledge Press. Preston, P.W., 1997. Political/Cultural Identity: Citizens and Nations in a Global Era. London: Sage Press. 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